UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

HELPING LEARNERS OF VRA KYEASE PRIMARY TWO TO OVERCOME THEIR

DIFFICULTY IN ADDING TWO-DIGIT NUMBERS USING ABACUS, PLACE-VALUE

CHART AND MULTI-BASE BLOCKS.

OSEI TENADU ISAAC

MOUNT MARY COLLEGE OF EDUCATION, SOMANYA

2020

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 DECLARATION

Candidate’s Declaration

I hereby declare that except references to other people’s work which have been duly

cited, this project work is the result of my own original research and that no part of it has

been presented for another diploma in this college or elsewhere.

Candidate’s Name: Osei Tenadu Isaac

Signature: …………………………

Date: …………………………….

Supervisor’s Declaration

I hereby declare that the preparation and presentation of the project work were

supervised in accordance with the guidelines on supervision of project work laid down by the

University Of Cape Coast.

Supervisor’s Name: Mr. Asare Isaac

Signature: ……………………………

Date: …………………………………

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 ACKNOWLEDGEMENT

I wish to express my profound gratitude to the Almighty God for His protection, care and

provision throughout the writing of this project.

Also, my greatest gratitude goes to my supervisor Mr. Asare Isaac Anobi who helped to

make this work a success. I say may God promote him beyond measure.

My greatest thanks goes to my mother Mrs. Hannah Oforiwaa and my father Mr. Paul Osei

for their love, care and support, I say the God Lord bless you abundantly.

I must commend all V.R.A Church Ridge and Kyease mentees especially Obuaba Christopher

Tetteh to mention a few and those I made references to in the planning and executing of

this research work. I express my profound gratitude to all of them.

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DEDICATION

This work is dedicated to my beloved Mother Hannah Oforiwaa, sister Refina Agyapomaa

Osei and brothers.

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ABSTRACT

This project work deals with using abacus, multi-base blocks and place-value chart to help

learners of V.R.A Kyease Basic two to subtract one-digit numbers correctly.

During the research attachment programme, the researcher observed that pupils of the

above named school have difficulties in adding two-digit numbers.

The researcher used interview, questionnaire and test to collect data to diagnoses the

perceived problem. The total sample for the study was 15 pupils.

Action Research was used by the researcher to find the causes of the problem and ways of

solving the problem.

The findings of the study were that pupils were not able to add two-digit numbers.

After the analysis, some conclusions and recommendations were made for further research.

Based on the findings, conclusions and recommendations were made for the subject

teacher, head teacher and the District Education Office on issues pertaining to pupils

inability to add two-digit numbers.

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TABLE OF CONTENT

Title

Declaration

Acknowledgement

Dedication

Abstract

CHAPTER ONE

Introduction

Background of the study

Statement of the problem

Purpose of the study

Research questions

Significant of the study

Delimitation

Limitation

Organization of the study

CHAPTER TWO

LITERATURE REVIEW

CHAPTER THREE

METHODOLOGY

Introduction

Research design

Population and sample selection

Research instrument

The intervention process

Pre – intervention

Intervention

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Post – intervention

Data analysis plan

CHAPTER FOUR

Result, findings and discussions

CHAPTER FIVE

Summary, conclusion and recommendations

Introduction

Summary

Research findings

Conclusion

Recommendation

Suggestion

REFERENCES

APPENDICES

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CHAPTER ONE

INTRODUCTION

This chapter comprises of the background of the study, statement of the problem, research
questions, significance of the study, limitations and delimitations and finally the organization
of the study.

BACKGROUND OF THE STUDY

In a paper delivered at the Third International Conference on Mathematical Education,

Krygowska (1976) maintained Mathematics holds an important position as a compulsory
subject or at least an optional subject during the final years at school.

Kitta (2004) defined mathematics as the language that helps us to describe ideas and
relationships drawn from the environment. Mathematics enables one to make the invisible to
be visible, thereby solving problems that would be impossible otherwise.

According to Down and Paling (1996),the development of mathematics started way back
in the period of civilization to aid man and his activities. The study of mathematics therefore
helps in our understanding of the world and knowledge of mathematics is very necessary for
the understanding of many activities.

Owusu Ansah also stated in Daily Graphic (2007) educational section that, Mathematics
involves ideas that being able to verbalize correctly the ideas of one’s understanding of the
ideas involved. Mathematics is not a monster as some teachers make it look to learners and
not a problem but the way we teach is the problem.

In Ghana, Mathematics has been made a core of study at almost all levels of education.
Passing Mathematics is one of the requirements a student must have before gaining
admission into Senior High Schools and even tertiary institutions. This is because
Mathematics is required as a pre-requisite skill for the study of Accounting, Physics,
Chemistry and Geography.

According to Blum (2002), most parents and educators believe that a good result in
mathematics is not only a good measure for entering into institutions of higher learning and
getting a good programme, but also a requirement for jobs.

In dealing with mathematics the topic “addition” cannot be left out. . Addition is very
important in every part of the world. In every organization’s activities, addition is being used
in one way or the other. Addition is a key skill every student must acquire in order to function
effectively in our current world, this is because addition is required in selling and buying,
checking statistical data, conducting population census etc. This is why it is very necessary to
help learners get the understanding of addition at an early age so that they grow with it.

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Addition should be one of the basic mathematical skills a child must acquire before pursuing
other skills, for this reason the National Council of Teachers of Mathematics NCTM, (2000)
suggests that fluency with basic addition and subtraction of number combinations is a goal in
teaching whole number computation. A mastery of lower-order skills instils confidence in
learners and facilitates higher-order thinking. Due to this, early researchers like Kilpatrick et
al, (2007), Versschaffel et al (2007) have researched about children learning of addition and
subtraction.

In Ghana, addition is part of the curriculum at almost each level of education from
kindergarten to the highest level addition is taught but the content varies from adding one-
digits, two-digits, three-digits numbers and so on depending on the level of the level of the
learner. The methods for teaching addition also varies from counting on, use of multi base
blocks and Cuisenaire rods. Unfortunately in Ghana, materials like Cuisenaire rods and multi
base blocks are not readily available in our schools, so mostly teachers teach addition abstract
which does not help the learners grasp the conception well.

In the quest to attain the Diploma in Basic Education, the researcher was posted to Akosombo
in the Asuogyaman District in the Eastern Region of Ghana to have his teaching practice
there. Akosombo is a town where most people are into their private businesses and some are
also government workers with a standard population. Most inhabitants are concerned with
their ward’s education, and this could be seen in the attendance and parents’ eagerness to get
extra classes teachers for their wards. But the unfortunate thing is, in the researchers school,
that is V.R.A Kyease primary School, some learners are from nearby towns and don’t have
the luxury as compared to the actual inhabitants of Akosombo. Coming to school on time has
been a problem and this goes a long way to affect the learner’s academic performance. The
people from these nearby towns like Abume, Combine, Pupuni among many should be
educated on the need to show interest in their children education because, these children are
the future of our beloved country.

STATEMENT OF THE PROBLEM

During his teaching practice, the researcher through observation detected that, learners had
difficulty in adding two-digit numbers especially when there are remainders. The researcher
therefore wanted to find out the causes of learners’ inability to add two-digit numbers and
find the appropriate strategy to remediate this problem.

PURPOSE OF THE STUDY

The purpose of this study is to help learners of VRA Kyease primary two to overcome their
difficulty in adding two-digit numbers using appropriate methods.

RESEARCH OBJECTIVES
The researcher wants to achieve the following by the end of the end of the study:
1) To identify the causes of VRA Kyease primary two learners’ difficulty in adding
two digit numbers.

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 2) To develop appropriate and effective strategies and find the appropriate resources
to eradicate the problem of learners’ inability to add two digit numbers.

RESEARCH QUESTIONS
The questions the researcher wants to find answers to are as follows:
1. What are the causes of VRA Kyease primary two learners’ difficulty in adding
two-digit numbers?
2. What resources and strategies would be appropriate to eradicate the problem of
learners’ inability to add two-digit numbers?

SIGNIFICANCE OF THE STUDY

This study will help the government and policy makers to revise the methods for teaching
addition of two-digit numbers and also provide the appropriate resources for teaching
addition to teachers.

This research will also inform parents about the need provide certain resources like bundle of
straws for their wards.

Children learn better through participation and the use of resources. This study would
therefore create an opportunity for learners to interact with resources to promote
better understanding of the concept.

In addition, the findings of this study will serve as a reference source to other teachers of
Mathematics.

Moreover, the study will help improve on how addition of two-digit numbers will be taught
in VRA Kyease primary two.

LIMITATIONS

A research work of this nature has the possibility of posing some challenges to the researcher.

Some identified ones are:

First, the researcher having limited time to do the work, because as a student
teacher, the researcher have other responsibilities like preparing lesson notes,
teaching and marking of exercises and also studying to write his final two papers.

Interruption by sporting activities during the period of study is another possible limitation to
this study. Also, difficulty in soliciting for views from some learners because they are timid.

Another possible limitation is the fact that some learners may not be present throughout the
period of intervention and this may affect the result of the study.

DELIMITATIONS

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 The researcher conducted the research in VRA Kyease primary school located in
Asuogyaman district in Eastern Region. The researcher also restricted himself to only
primary two because that was the class he was designated to during his teaching
practice and also that was the class the problem was identified.
The study is also based on Mathematics. Although there are several topics in
Mathematics, the research was limited to the addition of two-digit numbers because
that was the topic learners were facing difficulty.
ORGANIZATION OF THE STUDY
The research work is organized in five (5) chapters, each chapter deals with different
aspects of the work done.
Chapter one which is INTRODUCTION contains:
1) The background of the study.
2) Statement of the problem
3) Purpose of the study
4) Research questions
5) Significance of the study
6) Limitations and delimitations
7) Organization of the study

Chapter two covers REVIEW OF RELATED LITERATURE. This is what the

various authors and authorities said about the problem under study.

The third chapter talks about METHODOLOGY. It comprises of the research design,
population, sample and sampling procedures, research procedures research
instruments, data collection procedures etc.

The chapter four of this research covers the presentation of findings/results and
discussion of the results.

The fifth chapter provides a summary of the study, draw conclusions and make
recommendations for the improvement of key findings.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with the ideas and review of related literature of the study, that is
what other say about the topic under study so as to highlight in laws, concepts and
theories relating to the study. The literature is reviewed under the following headings;

1) The concept of mathematics

2) The concept of addition
3) Poor performance in mathematics
4) Methods of teaching mathematics
5) Causes of learners’ problem in addition
6) Solutions to learners’ problem in addition
7) Effectiveness of Teaching and Learning Resources;

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 A) The role of Teaching and Learning Resources in teaching mathematics.
B) Teaching and Learning Resources appropriate for teaching addition.
8) Summary of literature review

THE CONCEPT OF MATHEMATICS

According to Mitchelmore and White (2000), mathematics is the study of patterns and
shapes. But modern mathematics go beyond just patterns and shapes but also includes
algebra, arithmetic and geometry.

According to Adjei (1990), learning mathematics is a means of developing logical and

quantitative thinking abilities in other subject areas like science and social studies. This
therefore supports the idea that mathematics is the main switch behind science and
technology.

According to Liaqat (2015) Mathematics is based on deductive reasoning though man’s first
experience with mathematics was of inductive nature.

Also Hom (2013) affirmed that mathematics is the science that deals with the logic of shape
quantity and arrangement. He continued that Mathematics is all around us, in
everything we do. It is the building block for everything in our daily lives including
mobile devices, architecture, art, engineering and even sports. This clearly shows that
the impact mathematics has in the development of the world today are very great.
Unfortunately, people are afraid to pursue programmes that are mathematically
related. All these are attributed to the fact that many people are arithmophobia. Thus,
the irrational fear of numbers or arithmetic.

Newton (2015) attributed a larger portion of difficulties and fear to the fact that it presents a
radically new and different approach to the study of quantitative relationship
characterized by new symbolisms, concepts, language, and much higher degree of the
generalization and abstraction than they have met.

Despite the meaningful learning of Battista (2010) and insightful psychological and learning
theories Piaget (1958), Brunner (2015) and Lappan (2012), the learning of
mathematics is still far from satisfactory.

Holland (2008) also observed that though psychology has provided us with general theories
of learning; there is no established general theory to learning mathematics to provide a basis
for mathematics education.

THE CONCEPT OF ADDITION

Asafo- Adjei (2002) indicated that addition is the process of putting two or more numbers
together. He continued that the numbers we add are called the “addend’’ and the result of the
addition is called is called the sum.

Busbridg and Woack (1991) also explained that addition is the process of putting two or
more groups of quantities together to form a large group or amount. It can therefore be

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deduced that in addition the final answer or quantity is mostly larger than the quantities that
were put together.

Appronti (2001) said “addition and subtraction are the basis of mathematics.’’ He supported
Asante (2001) who said “the main idea which are mostly used in our daily activities bring to
light that almost all concepts in mathematics are developed out of addition.’’ For instance, the
concept of measurement and algebra are made up of addition. He advised that substantial
attention must be given to the methods or teaching techniques as well as teaching aids to
enrich its understanding. Adequate teaching and learning resources should be designed by the
teachers.

From Cinil (2012), the letter and symbols which denote numbers are the short form
mathematics and for that matter greater attention should be given to it in order to make
learners’ understanding permanent so as to foster learning in the classroom. Moreover it has
been noted that most learners normally find it uneasy to cope with addition involving the
place value concept.

POOR PERFORMANCE IN MATHEMATICS

It is the dream of every teacher that all the learners he/she teaches pass with flying colours
but it is not always the case. Mathematics is one of the subjects students perform poorly.

According to Lambdin (2009), mathematical demands on students increases as they progress

through school; take up their adult lives at home and in the workplace. In order to function in
mathematically literate way in future, students must have a strong foundation in mathematics.
A strong foundation involves much more than rote application of procedural knowledge. This
assertion means learners must master the basic mathematical concepts at the lower levels
before moving to higher levels, but that is not always the case in our part of the world so
learners in higher levels have problems with basic mathematical concepts and this contributes
to poor performance in mathematics at higher levels.

Findings by Iheanachor (2007) indicate that there is a significant positive relationship

between students’ academic achievement in mathematics and teachers’ background. Teachers
who have good qualifications in mathematics have their students performing better. This
means that poor performance in mathematics maybe attributed to the low qualification of the
teacher.

Tota (2013) made his study in Nigeria and came out with findings that students’ negative
attitude toward mathematics, fear of mathematics, inadequate qualified teachers and
inadequate teaching resources were some of the causes of poor performance in mathematics.
Developing positive attitude, motivation and proper guidance toward mathematics and
provision of relevant teaching resources could make students perform better in mathematics.
Relating this to the researcher’s school, most of the learners have the idea that mathematics is
difficult and they show little interest in it making them perform poorly in mathematics at the
end of the day.

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Researchers such as Biotenbeck (2011) and Clement (2013) had associated students’ failure
in mathematics with teachers’ teaching practices. Biotenbeck (2011) defined teaching
practices as what teachers do in the classroom, how teachers apply instructional methods and
traditional ways of teaching. These were practices such as lecture style teaching, teacher
centred method and rote memorization in teaching mathematics which do not encourage
learners’ participation and creativity.

Sikto (2013) was of the view that students’ performance in mathematics is influenced by the
teaching and learning methods and students’ cultural background. According to him, the
relationship between teachers and students, the way students are punished etc. might
influence students’ performance in mathematics. This assertion may not be entirely true
because in the researcher’s school there is a healthy teacher-learner relationship but still some
learners perform poorly in mathematics, nevertheless, teachers must check their methods and
the way they relate to learners.

Freire (1970) in his book “pedagogy of the oppressed’’ suggested that educational activities
should be conducted under existing experiences of the participants. This implies that
mathematics teachers are supposed to teach their students in their actual living environment.
Students can be taken to field such as farms, pitch or football grounds to learn many forms of
diagrams as examples. This will make students not forget what they have practically learned.
But this is not done in our schools here, teachers stick to the traditional classroom teaching
which does not enhance high retention thereby leading to poor performance in mathematics.

According to Kita (2004), school do not have enough and relevant resources for teaching
mathematics, that is why there was low performance in mathematics. This can be seen in the
researcher’s school as relevant resources like multi-base blocks, abacus, model of shapes etc.
are not available so teachers rely on the little they can afford and what the learners can bring
to teach. This does not aid understanding leading to poor performance in mathematics.

Michael (2015) in his research found out school management has also contributed to in poor
performance in mathematics in schools as teaching activities in mathematics are not
effectively supervised. Also the practical ways of teaching mathematics had not been
applied.

METHODS OF TEACHING MATHEMATICS

One important factor in mathematics education is how the lesson is delivered, that is the
methods used. The researcher wants to review what some scholars have said about the
methods in teaching mathematics.

E.F Reddish (2014) came out with the rich view that mathematics is the language in the
metaphoric sense, since written mathematics is read aloud; it emerges as spoken English with
a developed register that can be transformed into natural language. This means that
mathematics teachers should be abreast with the terminologies, symbols, signs so as to
enhance efficient tuition of the subject at all levels and in all spheres of life.

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With regards to the opinion of Bahls (2012), it is appropriate to note that; the most single
factor influencing learning is what the leaners already know. Therefore, it is essential for
teachers to ascertain this and teach learners at all stages accordingly. Actually, learners
relevant previous knowledge in basic schools, houses, markets, and various fields of
endeavours in sorting, grouping, analysing, classifying, generalizing, among others are
fundamentals and should serve as spring board for the understanding of new concepts in
mathematics. Admittedly, it is clear that learners’ relevant previous knowledge should be
traced before any meaningful teaching and learning can take place. This is to say that in the
teaching of mathematics teachers should first review learners’ previous knowledge and then
link it to the new lesson.

In addition, Davidson (2001) expressed that schools can be built, adequate textbooks can be
provided but if learners are not given proper tuition and skills, then we should be counting
numbers backwards on the progress charts. Teachers are to make good use of teaching and
learning resources to arouse curiosity. When leaner’s curiosity is aroused, learners will be
able to work on any given activity until he or she is satisfied with outcome or results.

Sharon (2016) stated that selecting a method or combination of methods with appropriate
teaching aids, the teacher can help leaners to learn mathematics easily and successfully. She
continued to explain that methods such as discovery, questionnaire, grouping, individual
approaches are very useful methods of teaching mathematics, but her case she concentrated
on discovery method teaching. Discovery method is the most useful method of teaching
mathematics. According to her “success breeds successes.’’ Explaining that, children who
succeed on a given task using discovery method will be highly motivated and will want this
method to be used in later mathematical learning. They will want to experience again the joy
they often attain from a successful discovery. Unfortunately, some teachers in our country
think that the discovery methods are time consuming, thus not allowing them to cover enough
of the syllabi. Such teachers should remember that mastery of the content is a major goal of
instruction and that if a syllabus is covered hurriedly using more traditional methods, most of
the learners do not achieve mastery of the content. By contrast, leaners that are taught by the
discovery method even though may cover less initially, they will learn faster at a later stage.
This is because; they will understand the basic fundamental and will catch up with and
eventually out stride learners who were rushed through.

Confrey and the great psychologist Brunner advocated for the question methods of teaching
mathematics. They observed that, it is easier for people to fall asleep while reading or
listening rather than speaking or writing. This may be one reason why learners are more
responsive when more actively involved. In classroom, when they are made to examine
content of the lesson more closely by use of questions, students’ answers to questions also
enable the teachers to judge their level of understanding and to assess their progress. They
however cautioned that in asking questions, it is desirable teachers use simple language
which children can understand. If incorrect answers are given to teacher’s question, it should
be understood that it may arise from learner’s inability to comprehend the language in which
the questions are framed. At other times failure to give correct answers maybe due to the
length of the questions or the difficulties of its mathematical content. Desirable as it is to use

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simple questions, such questions should not be trivial. Trivial question may not stimulate
thinking in the desirable manner, for example asking an average primary three learner the
answer to 3+1 is trivial.

Cho (2015) also stated that the choice of a teaching method depends on so many factors such
as the level of the class, ability of the learners, the nature of the mathematics topic and the
facilities available in the school. She continued by saying that many teachers prefer to teach
the class as a whole all the time. The approach often may not yield the desired educational
results, since weak learners do not profit much being taught in a large class of mixed abilities.
Cho suggested that teachers should divide the class into groups of five or six of about the
same ability and teach them in groups. The class may be taught together for part of the lesson
before learners settle into their groups for further work and practice exercise. This procedure
will enable the teacher to attend to the weak groups and also give the more able groups more
challenging question.

CAUSES OF LEARNERS PROBLEM IN ADDITION

Asafo-Adjei (2002) in his book teaching basic mathematics stated that a skill is developed
when knows all the techniques used in doing something. The skill needed in solving sum of
numbers can only be developed in the child by the use of concrete materials such as multi-
base blocks.

Martin (1994) teaches how to develop skills in addition of numbers in his book “mathematics
for Teacher Training in Ghana.’’ He stated that the skill of addition is developed by the use of
concrete materials. These assertions by Asafo-Adjei and Martin bring to light that learners
problem in addition of numbers emanate from the fact that they are introduced to the concept
without appropriate teaching and learning resources. This can be seen in the researcher’s
school where the only materials available for teaching addition are straws provided by the
learners themselves. Unfortunately the straws are not even adequate to cater for higher digits.

Riddell (1994) had a review of on a learner. He stated that characteristics of the learner that
hinder his/her mathematical understanding are termed as child-based learning difficulties.
These include the child language skills, attitudes and other mathematical abilities for learning
addition that the child may not have or understand. According to Riddell, poor health results
in irregular attendance in school. Conditions such as visual and hearing impairment and
disease associated with the nervous system take away the child’s attention from the class. In
short, poor health makes it difficult for learners to understand concepts as they are not
regularly in school.

POSSIBLE SOLUTIONS TO LEARNERS PROBLEM IN ADDITION

Learners’ problem with addition of numbers needs to be rectified. It can seriously make the
individual handicap in addition or mathematics in general.

Martin (1994) elaborates that a sound knowledge of place value is important to consolidate
learners understanding of the algorithm for addition. This means that the teachers must

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therefore use multi-base materials for teaching and learning of addition of two-digit numbers
which operates in the concept of place value.

Nsiah (2007) also conducted a research on the concept of value using bundle of sticks as
intervention to assist basic for learners of Ajumako D/A to improve performance on addition
of two-three digit numbers. The class size 42 made up 22 boys and 20 girls respectively. All
the 42 learners were used for the research. The researcher used three weeks for the
implementation of his intervention. After the intervention had been implemented, learners’
performance improved tremendously. Furthermore, the learners could solve exercises on
addition of two-three digit numbers all because learners had the opportunity to manipulate
materials themselves. This shows that the use of manipulative materials to help learners solve
problems in addition of numbers is very effective.

Asamoah (2001) states “learning materials should be suitable for the child’s level of ability.’’
This means that not all materials are suitable for a particular child so their level of ability
should be considered when selecting learning resources. For example a child may have
problem handling Cuisenaire rods as compared to bottle tops when teaching addition of one
digit numbers.

EFFECTIVENESS OF TEACHING AND LEARNING RESOURCES

A) THE ROLE OF INSTRUCTIONAL MATERIALS IN TEACHING

MATHEMATICS
The use of instructional materials in the teaching of mathematics has been advocated
as the panacea for improving mastery and understanding of the subject.

According to Ibe and Bassey (1998), an instructional material is an object of communication

that stores and distributes human experiences of knowledge. When effectively used, the
materials stimulates students’ interest, help retention of factual ideas, aid teaching, improve
teacher competence and make learning more meaningful for students.

Araromi (1998) also stated that instructional materials also enhance visual imagery,
stimulates and scintillate learners. Per this assertion, we can say that using instructional
materials make learners more interested in the lesson and they are also compelled to take
active part in the lesson. This can even be seen in the researcher’s class, anytime an
instructional material is used to teach mathematics learners’ participation is overwhelming.

Wambui (2002) stated that the use of instructional materials makes unique contribution to
improve teaching and learning at all levels. This can be realized through the development of
the learner’s manipulative and analytical skills and high level of interest in the learning
process. What Wambui was trying to tell us is instructional materials provide opportunity to
manipulate and also analyse issues which is very key in understanding of concepts thereby
improving performance.

According to Montheux (2015), teaching and learning should be centred on instructional

materials and adequate practices to enable learners identify how things are related and
improve on their mental in solving mathematical problems both at school and in their life

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activities. Montheux was drawing our attention to the fact using materials to teach learners
mathematics enables them to transfer their learning in their everyday activities because
understanding is easier.

Amadioha W. Samuel (2009) states that instructional materials have a high degree of interest
for the learner; for they offer experience which stimulates self-activity on the part of the
learners. This means that learners’ interest in a mathematical lesson is sustained when variety
of materials are used because this materials make the learners active learners. In my school of
practice for example, learners’ interest and participation is always high anytime there are
materials to manipulate.

TEACHING AND LEARNING RESOURCES APPROPRIATE FOR TEACHING

ADDITION

Reys (2014) talked about one of commonly used instructional materials. Rey talked about a
device that can be used for teaching counting, idea of place value, addition and subtraction of
whole numbers. According to him, an abacus is made up of straight wires on a frame or
curved stuck to a common base. The abacus with curved wires has a wooden board separating
the two parts of the wires; each of the wires carries ten beads which are pushed down along
them to represent whole numbers. This abacus has the advantage that only the beads which
are required for showing numbers are seen by the observer. The rest are hidden by the
separating board. Another abacus described by Reys is the spike abacus. This is made of
sticking wires to a common wooden base. A spike of the abacus is made to hold only nine
beads or cubes. It is designed to show the number ten on a spike. This is done by threading
only one cube on the wire to the number which is threaded to a cube or a bead on the wire
immediately to the right.

Apsemah (1994) talked about the use of abacus and he said it consist of several rows with
ten beads. He also said abacuses do not represent numbers structurally as bounding sticks and
multi-base blocks. With the same view of this Martins (1994) said that for teaching
mathematics, he recommended the abacus, Diens block etc. for teaching place value and
algorithms of addition.

Martins (1994) again suggested that the use of bounding stick which consists of a number of
sticks (for units) which can be tied in a group (of ten). These groups could be further grouped
to form hundreds. It is very cheap since children get access to them easily. If these are also
included when teaching addition of two-digit numbers, children get it easily and it is an active
activity. Due to the risk involved when kids are allowed to use sticks, straws are normally
used in my school.

Grossnickle and his colleague (1983) hold the view that children should be given the
opportunity to work with manipulated hands on materials in mathematics, abacus, attribute
blocks, base ten blocks, geoboard, pattern blocks, unique cubes, and pocket place-value chart.
To him all these are materials that are designed to help children study mathematics.

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Khan Academy (2016) on their part also talked about one-to-hundred square chart. A large
square unit with whole numbers 1, 2,3…100 written on each small square so that the number
sits neatly at the centre of each small square. A 1-100 square can be drawn on the large size
cardboard for class teaching or on smaller cards or sheets of paper for group or individual
work. The chart is used for teaching counting numbers. It can also be used to teach addition
and subtraction of numbers. Example: the result of 59+6=65 and 60-4=56 can be easily
obtained from the chart by forward and backward movement respectively.

SUMMARY OF LITERATURE REVIEW

The literature review looked at the concept of mathematics and addition, poor performance of
learners in mathematics, causes of learners’ inability to add and suggested solutions. It also
suggested some teaching and learning resources for teaching addition.

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CHAPTER THREE

METHODOLOGY

INTRODUCTION

This chapter entails an introduction to the research design, population and sampling, the

research instruments and the intervention that were put in place to help the basic three (3)

pupils of VRA Kyease primary School to understand the concept of addition of two (2)digit

numbers

Research Design

Research design used in this study is the action research. Action research is a type of

research whereby after a researcher has identified a specific problem in the classroom,

investigates into the cause of the problem and tries to come out with some possible solutions

to the problem. Thus action research is concerned with immediate solution to local problems.

I used action research because findings from action research provide teachers with

opportunity of acquiring a better understanding of their own practice, be it in relation to a

subject, content, curriculum, or the methods appropriate to the level of learners in that class.

The strengths of this design are as follows;

It helps the researcher to study individual behaviours.

It also provides an orderly frame work for solving problems identified by the

researcher.

It also provides a platform for the researcher to monitor the changing rate in

behaviour pattern of the pupils understudy.

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 Finally, action research enhances the teacher's professional status and promotes

his/her personal development.

A great set back in the use of action research is that the procedure used in solving a

problem at one locality may not work successfully within another locality hence results

obtained cannot be generalized.

Population and Sample Selection

The population for the study is actually concerned with the target group which the

researcher is interested in acquiring information and drawing conclusion for that particular

study.

One school in Asuogyaman District was chosen for the study. The school is VRA

Kyease Primary School. The target population includes; leaners and teachers of the school,

specifically, the pupils of basic two (2). The total number of pupils in the school is four

hundred and one (401). One hundred and eighty eight (188) are girls and two hundred and

thirteen (213) were boys.

At the time of the study, there were forty four (44) learners understudy, comprising

thirteen (13) boys and thirty one (31) girls. The school has staff strength of sixteen teachers

comprising four male and fourteen females.

In all fifteen learners were selected randomly and tested which served as the sample size.

Out of sixteen (16) teachers, four teachers were selected which was made up of one (1) head

teacher and three (3) to answer the questionnaire based on the assumption that;

 They were subject teachers and uses teaching and learning materials in teaching.

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  They know more about pupil’s performance.

 They were chosen in order to fit a broader view of the problem at hand.

And also five (5) parents were interviewed to elicit more information that will help

the researcher carry out the problem understudy.

The Sampling Procedure

Much as the researcher would have conducted the research with the entire population

of pupils and teachers she could not do so because it could have been extremely difficult to

handle. Some pupils were selected.

Among the various sampling techniques or procedures the researcher decided to use

the random sampling method. The method was used to enable the researcher to be fair in her

selection. Because the researcher needs fifteen (15) pupils to carry on with her research, the

researcher used the Yes and No method, Yes and No were written on pieces of paper and the

researcher asked the class to pick them one after the other all those who picked yes were

selected for the research.

This method is also known as child centered method. The aim of the child centered

method is to help pupils to explore.

Through random sampling, fifteen (15) pupils were selected out of the forty four (44)

from VRA Kyease Primary School basic two (2) pupils based on the questionnaire conducted

by the researcher with the pupils; it came to light that the sample size lacked the concept of

adding two-digit numbers.

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Research Instrument

This section is a description of how the instrument was administered to obtain data for

the study. The tool used in collecting data were; interview, test and questionnaire.

Questionnaire

Cambridge International Dictionary Contemporary English defined questionnaire as a

list of questions that a number of people are asked to complete so that information can be

collected. It is another way of obtaining information from another person or another people’s

point of view on the situation at hand. It is a list of questions that the researcher wants to ask

other people on the problem.

The questionnaire was designed purposively for the teachers and the parents. The

questionnaire for the teachers was based on how the pupils perform and the question were on

the pupils inability to add two (2) digit numbers as well as the teachers method of teaching

the topic.

Interview

An interview is a face to face interaction with participants in order to collect data in

order to work with as said by the Cohen and Manson (2017). It is also the process of

obtaining information about or from an individual usually through oral interaction with the

individual. An interview is a very important method used by quantitative researchers to know

the respondents view of the problem at hand.

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 The researcher therefore used individual where respondents are interviewed at a time.

In the quest for important or authentic information on the problem the researcher conducted

series of interviews from four teachers, the pupils and the parents.

The parent or guardians of the respective pupils were interviewed on the learning

behaviour of their wards at home especially mathematics, how they help them at home.

Test

Testing is a method used to discover a person’s ability or the quality of a thing. It is

defined as an instrument of systematic procedure for observing and describing one or more

characteristics of an individual student. It can be seen to mean a device or a procedure for

contorting a subject with a series of uniform questions to which a student is to respond

independently and whose result will provide quantitative performance.

In using test as an instrument for collecting accurate information, the sampled pupils

were given two different task or test which were a test prior to the intervention to assist me to

and discover more fact about the problem - a post-test which was then answered by the pupils

after the intervention made to access the effectiveness of the lesson delivery package in

which conclusion was drawn. This was done to check improvement.

The researcher chose test as my instrument for data collections because it helped me

to diagnose the ability in mathematics and other activities as well as their behaviour.

The researcher finally, conducted a test to find out the extent of pupils’ problem, the

researcher conducted the test on addition of two (2) digit numbers. The test was conducted

before the intervention and after the intervention (see appendix).

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Intervention Process

Intervention is a set of strategies planned and implemented to solve a specific problem

or improve educational practice located in an immediate situation.

It involves step-by-step procedure which was constantly monitored over varying

period of time and by a variety of mechanisms.

The process involved the pre-intervention, intervention and post intervention.

Pre-Intervention

Pre-intervention is a procedure that the researcher adapt in trying to define or

diagnose the perceived problem. Pupils were given exercise to perform. Sample of test can be

found at appendix

Intervention

It involves step-by-step procedure which is constantly monitored over varying period

of time and by variety of mechanisms.

A general objective of every researcher is not just identifying the problem but how

best the identified problem can be curtailed and rectified. My vision was not just to

identifying the problem but how I can bring out some meaning to the identified problem so

that my research work will not be in vain but beneficial to all; most especially teachers of the

subjects.

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 Two days were selected each from four weeks to be used for the intervention. They

were Mondays and Thursdays only.

Week One (1)

On Monday, pupils were introduced to the topic addition as a mathematical operation.

The researcher explained to pupils the meaning of addition.

Addition is denoted by ‘+’ as its symbol. We have first and second addend of which

from right the digits before the summation sign is the first addend and the second digit after

the additional sign is the second addend and the result after putting the two (2) addend

together is called the sum. Examples

2 + 4 = 6

First Second Sum

addend addend
Thursday was used by the researcher to introduce the learners to the teaching and learning

materials, that’s the abacus, multi-base block and place value chart for the learners to know

the differences among.

Remainder

cTens 48 Ones Hundreds Tens Ones

An abacus showing ones, tens and hundreds.

Tens Ones

5 4

3 5

Total 8 9

Hundred Tens Ones

4 3 5

2 4 3

6 7 8

Place value chart

Cube

Long

Block

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 Flat

Multi-base blocks

Week Two (2)

The two days of the second week was used to take pupils through the use of the

abacus in solving simple questions involving two (2) and three digit numbers; but was based

on two digit numbers.

The diagram below is used to explain abacus to the pupils

Hundreds Tens Ones

5 2 3
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 Pupils were introduced to abacus that the first pole on their right is called ones pole

which contain three (3) rings respectively representing 3. The next pole is the tens pole

contains 2 rings representing twenty (20). The last pole also known as hundreds pole

containing five (5) rings which represents five hundred (500). The researcher told pupils that,

the value of rings on the abacus is 523. Pupils were told that ten (10) rings of the ones can be

represented by one ring of the tens and ten (10) rings of the tenth pole can be represented by

one (1) ring of the hundreds pole.

The researcher took the pupils through the addition of two digit numbers as listed

below;

(1) 1 9 (2) 3 6 (3) 4 5

+ 2 4 + 2 7 + 2 5

Solution

19 1 9
Rename

24 2 4 3 3
Tens Ones

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 = 43

Week Three (3)

During the two (2) days of the third week, the researcher took learners through the

addition of two-digit numbers using the place value chart.

The researcher used the diagram below to explain what a place value chart means to

pupils.

Hundreds Tens Ones

7 5 4

2 1 9

The researcher again introduced to pupils the place value chart where she told the

pupils that the right column represents ones, to the next column represent tens and the next

one at the third column represents hundreds.

The researcher told the pupils to start adding from the ones column and the remainder

should be carry over to the next column to be added to the figures there.

Add the following numbers using the place value chart.

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 2 7

+ 1 9

Tens Ones

2 7

1 9

4 6

Tens Ones

3 2

8 9

9 1

Week Four (4)

Pupils were introduced to the use of multi-base block to solve addition of two (2) digit

numbers. This was after they have successfully solved questions using the abacus and the

place value chart.

For the pupils to be able to identify and use the material in solving problem on

addition of two (2) digit numbers using the multi-base block, the researcher explained to

pupils what the multi-base block is. The multi-base block is a block made up of wood which

has different cut-out thus flat, long and cubes representing hundreds, tenth and ones (units)

respectively.

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 Cube

Long

Block

Flat

The one indicated as (A) is called ones (units) and it represent cubes, and the one

indicated (B) is called long and its represent tens and the one indicated (C) is called flat and it

represents hundred. The use of multi-base block to solve addition of two (2) digit numbers is

very simple.

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 The lesson was introduced by showing the cut-outs of the multi-base material. Pupils

were then asked to talk about it in the jotters.

The researcher explained into details to them. Pupils talked about their shape, height

thus some being long and square. Pupils were then asked to draw them in their jotters.

The researcher explained into details the meaning of the different cut-outs. The

researcher told the pupils that cube is only one of the cut-out, the long consist of ten (10)

cubes that form one (1) long, and also ten (10) longs form a flat.

The flats are written by hundred (100), the long as ten (10) and cube as one (1).

Pupils were then guided to solve some examples of two (2) digit numbers using the

multi-base block.

On the second day of week four which was Thursday, the researcher guided the pupils

and took them through the addition of two (2) digit numbers using the multi-base block.

Add the following numbers using the multi-base block.

5 6

+ 3 7

9 3

The researcher asks pupils to count five (5) longs and 6 units representing fifty-six

(56).

He again guided them (pupils) to count three (3) longs and seven (7) units

representing thirty-seven (37). The researcher ask the leaners to put together the six (6) units

and the seven (7) ones (units) and also five (5) tens (longs) and three (3) longs - pupils

counted and they got thirteen (13) units and eight (8) longs.

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 The researcher then guided pupils to count ten (10) ones from the thirteen (13) units

and replaced it with one (1) long to the eight long. Pupils rearranged them, recounted and

they arrived at nine (9) longs, three (3) units representing ninety-three (93).

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 56
+

37
=

= 93

The researcher guided learners to solve more examples using multi-base blocks.

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Post Intervention

The researcher conducted a post-test after the intervention. This was to ascertain how

effective the method and the teaching learning materials used. All the items on the post

intervention or the test items were purely on the addition of two (2) digit numbers and very

similar to the pre-test items.

Scripts were collected, marked and marks were scored and recorded. (see appendix

for the post-item result).

Data Analysis Plan

With references to the scripts marked for both the pre-test and the post-test, the scores

that were obtained were collected and analysed using basically quantitative approach. The

outcome of the results are analysed in the next chapter four (4).

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CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

This chapter presents the results on the study; it deals with the analysis of data

collected in an attempt to uncover the reasons behind basic two (2) learners of VRA Kyease

primary school inability to solve addition problems involving two digit numbers.

The findings of the study constitute the results of the researcher’s analysis of her data.

The findings will also be discussed latter in the chapter.

The chapter consist of two sections, the first section will analyse the background data

of the respondents and the second section will cover the breakdown of the responses of the

respondents to the items in the questionnaire. Analysis of the data will be summarized in

appropriated tables.

Presentation of Analysis of Data

Table One (1) Sex Distribution of Pupils

Sex No. of Pupils Percentage (%)

Male 5 40

Female 10 60

Total 15 100

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 The table above shows the sex distribution of the pupils understudy in VRA Kyease

Primary Basic two (2). The number of boys understudy is six (6) representing forty (40%)

parents and that of girls is nine (9) representing 60%.

Table Two (2) Sex Distribution of Teachers

Sex Respondents Percentage (%)

Male 2 50

Female 2 50

Total 4 100

The table above provides the distribution of male and female responds of teachers

who took part in the study, from the statistics above, two (2) representing 50% of the

respondents were male while two (2) representing 50% were female.

Table Three (3) Age Distribution for Pupils

Age No. of Pupils Percentage (%)

7 3 20

8 10 66.67

9 2 13.33

Total 15 100

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 The table above shows that three (3) out of fifteen (3/15) representing 20% of the

pupils are seven (7) years, ten (10) out of fifteen (15) (10/15) representing 66.67% are eight

(8) years and two (2) out of fifteen (15) (2/15) representing 13.33% are nine (9) years.

Table Four (4) Age Distribution of Respondents (Teachers)

Age Respondents Percentage (%)

21 - 30 1 25

31 - 40 2 50

41 - 50 1 25

Total 4 100

The table above indicates that one (1) out of four (4) representing 25% teachers fell

between 21 to thirty (30) years, two (2) out of four (4) representing 50% of the respondents

fell between thirty one (31) to forty (40) years with the rest (1) out of four representing 25%

falling between forty-one (41) to fifty (50) years.

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Table Five (5): The Occupation of Respondents (Parents)

Occupation Respondents Percentage (%)

Farmers 4 80

Teachers 1 20

Total 5 100

The table above indicates the occupation of the respondents (parents) four (4) out of

five (5) representing 80% of the respondents are farmers and one (1) out of five (5) (20%) of

the respondents is a teacher.

Table six (6) Respondents view on why pupils do not perform well in mathematics

(Addition)

Reasons Respondents Percentage (%)

Teachers attitude towards maths 2 50

Poor teaching methods 2 50

Total 4 100

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 Information from the table above indicates that two (2) out of four (4) representing

(50%) of the respondents shared the view that pupils perform poorly in mathematics because

of the teachers attitude towards handling the subject in the school.

And two (2) out of four (4) representing (50%) of the respondents attributed pupils

failure in mathematics to poor teaching method used by the teachers in lesson delivery.

Table Seven (7) Respondents view on the methods for teaching mathematics

Reasons Respondents Percentage (%)

Discussion method 2 50

Questionnaire method 2 50

Total 4 100

From the table above, two (2) respondents (50%) supported the discussion method

and the remaining two (2) representing 50% were in the view questioning method.

Table Eight (8) Respondents view on pupils’ performance in mathematics

Level Respondents Percentage (%)

Weak 10 66.7

Very weak 5 33.3

Total 15 100

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 The table above indicates that ten (10) out of fifteen (15) representing 66.7%

respondents graded pupils performance as being weak. And five (5) out of fifteen (15)

representing 33.3% of the respondents graded pupils’ performance as being very weak.

Table Nine (9) Respondents view on whether pupils have access to mathematics

textbooks

Responses Respondents Percentage (%)

Yes 2 50

No 2 50

Total 4 100

From the table above, two (2) of the respondents said pupils had access to the

mathematics textbooks while two (2) of them said pupils do not have access to mathematics

textbooks.

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Table Ten (10) Respondents view on whether parent support their children to study

mathematics at home

Responses Respondents Percentage (%)

Yes 2 40

No 3 60

Total 5 100

Statistics from the table above show that only two (2) respondents representing (40%)

said parents supported pupils to study mathematics at home and three (3) representing 70% of

the respondents shared the view that parent do not support pupils to study mathematics at

home.

Table Eleven (11) Distribution of Pre-Test Scores

Score Respondents Percentage (%)

0-1 5 33.33

2-3 8 53.34

4-5 2 13.33

6-7 0 0

8-9 0 0

10 0 0

Total 15 100

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 The table above gives the result of the pre-test conducted at the beginning of the

study. It could be seen that only five (5) pupils scored between 0 and 1, 8 (53.34%) scored

between 2 and 3 and only two (2) pupils (13.33%) scored between 6, 7, 8, 9 and 10. A

greater number of pupils scored below 5 marks and indication that their performances in

mathematics was poor (see appendix)

Table (12) Distribution of Post-Test Score

Score Respondents Percentage (%)

0-1 0 0

2-3 0 0

4-5 3 20

6-7 4 26.67

8-9 5 33.33

10 3 20

Total 15 100

The table above provides the results of the post-test conducted after the intervention.

None of the pupils scored between 0-1, 2 to 3. Three (3) out of 15 (3/15) representing 20%

scored between 4 to 5, four (4) out of fifteen (4/15) representing 26.67% scored between 6 to

7, five (5) out of fifteen (15) representing 33.33% scored between 8 to 9 and out of the total

number representing 20% scored.

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Further Discussion of Results

Based on the analysis made, a number of factors have been identified as causes for

pupils’ poor performance in mathematics. Factors like unqualified subject teacher, poor

teaching method, teachers’ attitudes toward the subject and teachers failure to use teaching

learning materials to teach were disclosed.

However, it came to light that unqualified subject teachers and the use of poor

teaching methods accounted most for pupils’ poor performance in mathematics.

Another important thing which surfaced was that teachers do not use the discussion

method that promote effective use of teaching and learning materials and would have

sustained pupils’ interest in the subject.

It was clear that teachers even though knew the usefulness of teaching of teaching

learning materials but they were not using them to teach but instead gave flimsy excuses for

their failure to use them in lesson delivery. To add up, teachers were aware of pupil’s poor

performance in mathematics and they deemed it to be normal by attributing it to pupils being

lazy and not ready to learn.

On the other hand, parents also contributed greatly to the problem understudy, most

parents are illiterate and could not help their wards to practice mathematics at home hence

lead pupils’ poor performance in mathematics.

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction

This chapter deals with the summary of the major aspect of the project, conclusion

derived from the data analysis and interpretation of the result and recommendations for those

who work with primary school pupils, especially basic two (3) teachers. This chapter closes

with suggestions for people who will like to conduct action research on the same topic.

Summary

The research work was sited at Akosombo commercial town in the Asuogyaman

District in Eastern Region of Ghana.

This research study was conducted with the aim of improving teaching and learning

of mathematics (addition of two (2) digit numbers).

The study was conducted on basic two learners of VRA Kyease Primary as the

targeted population. Questionnaire, interview and test were the main instruments used in

collecting data for the study. Pre-test was followed by intervention where a lot of activities

were performed by both the researcher and the pupils. After the intervention a post-test was

conducted to assess the success of the intervention strategies put in place by the researcher.

It was observed that pupils did not have interest in mathematics in general at the

initial stage of the study. To the researcher, pupils of today are different from the pupils of

yester years. This is because whiles the formal live in a scientific and technological age, the

later lived in prescientific age.

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 To add to the above, the study revealed to the causes of poor performance in

mathematics among the pupils of VRA Kyease primary two as poor teaching methods

employed by teachers, teachers attitudes towards mathematics, unqualified subject teachers

handling the subject and failure of the teachers to use teaching and learning materials during

their lesson delivery etc.

The study further brought to light that the teachers did not teach the basic fundamental

skills and topic in kindergarten and in lower primary where pupils needed good foundation in

mathematics in order to be able to perform well in the subject.

Finally, it was also identified that to help improve solving mathematics problem,

mathematics lessons should be planned in such a way that teaching and learning materials

should be used effectively in class for better understanding of mathematical concepts and

mathematics textbooks should be made available to pupil all the time.

Conclusion

The data analysis and intervention have made possible the derivation of the following

conclusions.

The researcher found out that, pupils in basic two (2) of VRA Kyease primary School

inability to solve problem involving two (2) digit numbers stems from the facts that they

received low motivation from both parents and teachers.

If on the other hand the pupils are taught the same topic using the abacus, place value

chart and the multi-base block they could perform better.

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 The finding of the study is relevant to all those who are concerned and have interest in

education of child at the primary level. It is of great importance to the teachers and parents or

guardians as it will help them to identify pupils’ problems early, especially in mathematics,

and join hands to help find solution early to avoid the unexpected.

Suggestions

Due to some problems faced by the researcher in undertaking this project, the

researcher has made suggestions for further research.

1. Further action research should be embarked on pupil’s inability to solve addition of

two digit numbers

2. The researcher also suggests that the Ghana Education Service (GES) should provide

enough teaching and learning materials to work with in order to help solve the

problem.

3. Also the researcher suggests that in-service training and workshops and courses

should be organized for mathematics teachers in the basic schools.

4. Finally, there should be more periods on the time table for mathematics lessons in the

upper primary schools.

Recommendations

The researcher haven gone through the study successfully and came out with the

following recommendations for further consideration. That effort should be made right from

the kindergarten to take pupils through some aspects of numeracy in order to prepare them

adequately for the subject.

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 1. The Ghana Education Service (GES) should liaise with the Ministry of Education

(MOE) science and sports to provide teaching and learning materials for the basic

schools.

2. Parents and guardians should be encouraged to support their children to study

mathematics at home. They should motivate their ward to study by relieving them of

some house hold chores so that they can get all or have enough time for their personal

studies.

3. Teaching and learning materials should be structured to suit his scientific and

technological age and the use of the child centred approach to teach and practiced by

all teachers especially those in the lower primary to make teaching and learning

interesting and sustainable.

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References

Adjei Mensah (2001) “Education Studies book for Teachers”. Ghana Winneba: Institute of

Education and development Extension Colleges, Kumasi, UEW-Winneba

Asafo Adjei M. (2001) “Teaching Basic Mathematics for Training Bayaba PublishersGhana:

Asamoah Addo and Nyante Godwin (2001), “Self-Tuition for Teacher Training Colleges’’,

ASSADD Printing and Publishing.

Biotentenbeck, J.C (2011). “Teaching Practices and Student Achievement’’: Evidence from

TIMSS Madrid.

CRDD (2007) “Teaching syllabus for mathematics (primary 1 to 6)’’ Accra: Ministry of

Education, Science and Sports.

Desforges C. (1987) “Understanding the mathematics teacher”. New York: Macmillan

Publishing Company

Down and Palings.D.(1996) Teaching mathematics in basic schools. New York

Fehr, H. F. and Philips, J. (1972) “Teaching Modern Mathematics in the Elementary School”.

Phillipines. Addison Wesley Publishing Education.

Ghana Ministry of Education “Primary Education Programme (PREP)”, (1995)

Grossnickle, (1983) “Discovering Meanings in Elementary School Mathematics” (7th

Edition) New York: Rinchart and Wiston.

Hernandez, N. G. (1978) “Instructional Strategies in Mathematics Education”, the

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 Mathematics Teacher 66(7) 607

Iheanachor, O.U. (2007) “The influence of Teachers’ Background, Professional Development

and Teaching Practices on students’ Achievement in Mathematics in

Lesotho.’’: University of South Africa.

Kitta S. (2004) “Enhancing Mathematics Teachers’ Pedagogical Content Knowledge and

Skills in Tanzania’’ Print partners-Ipskamp Enschede.

Kraft, R. J. (1994) “Teaching and Learning in Ghana”, a curriculum, textbook, syllabus and

Handbook analysis, executive summary. University of Coherado:

Mitchel Group.

Martin J. L. (1994), “Mathematics for Teacher Training in Ghana” Accra: Distinctive

Publishing Ltd.

Martin J. L. (ED) (1994) “Mathematics for Teacher Training in Ghana”, Tutor Notes. Accra

North: Unimax Publishers Ltd.

Mooney, C. et al (2000)“Primary Mathematics knowledge and understanding learning

Mathematics teaching’’ 8, 4, 9.

Pamela. L. (1984) How children learn mathematics. Britain:cov and wyman ltd.

Sikto, N.J, (2013). “Designing a Qualitative Research Project: Conceptual framework and

Research questions’’. Indaba Agricultural Policy Research.

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APPENDICES

Appendix A

The main objective of the questionnaire is to identify ways in which basic school

could improve pupils’ performance in solving and identified problem in mathematics.

Sex: ……… Age: ………………

Educational Background: …………………

Occupation: …………………..

Subject: ………………………

Tick you choice

1. Do you have the interest in teaching mathematics?

Yes [ ] No [ ]

2. How do you see the level of pupil’s performances in mathematics?

High [ ] Low [ ]

3. Which of the following is the cause of pupil’s poor performance in mathematics?

(a) Poor teaching method

(b) Failure to use teaching and learning materials

(c) Teachers inadequate knowledge about subjects

4. How often do you see teachers using teaching materials?

(a) Regular

(b) Very regular

(c) Occasional

5. What is your view about the use of teaching learning materials?

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 (a) Too difficult to use

(b) They are not readily available

(c) Waste too much time.

(d) They are too expensive

6. Which of the following methods do you think teachers often use in teaching

mathematics?

(a) Activity method

(b) Discussion method

(c) Oral presentation

(d) Demonstration

7. Is there any mechanism to improve pupil’s performance in mathematics?

Yes [ ] No [ ]

8. What is your view about the level of pupils in mathematics?

(a) Very good

(b) Good

(c) Weak

(d) Very weak

9. Do pupils have access to mathematics textbooks?

Yes [ ] No [ ]

10. Do parents support pupils to study mathematics at home?

Yes [ ] No [ ]

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Appendix B

Interview Questions selected for Parents

1. What is your occupation?

(a) Teaching [ ] (b) Farming [ ]

(c) Trading [ ] (d) Any other [ ]

2. Do you provide learning materials for your wards?

Yes [ ] No [ ]

3. Do you monitor your ward to learn at home?

Yes [ ] No [ ]

4. What is your educational level?

(a) Tertiary [ ] (b) Secondary [ ]

(c) Basic [ ] (d) Not at all [ ]

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